Progettare e sviluppare Buone Prassi nella scuola dell’infanzia

Abstract

The article intends to explore the expression Best Practices, which has also been used in the educational areas of the 0-6 year system, with particular regard to the infant school. Critically, it discusses some possible interpretations over time and proposes a pedagogical conception that, by linking each discourse on the practices to the theoretical dimension of action and of educational thinking, focuses on some criteria useful for making emerge the positive potential. In this sense, it intercepts broad and complex topics such as the relationship between ordinary practice and scientific research, between the active participation of those working in the field and the formal configuration of investigations, between theoretical knowledges and practices. On this background it interprets some issues related to the design and development of BP in Early childhood educational contexts as a tool for innovation and reflection.